using metaphoric language to describe the client’s career concern,
and then situated in the context of the client’s life space. Having
described the predicament and its setting, the narrative then por-
trays the protagonist, balancing how an “audience” sees the client
(vocational identity) and how the client views the self (vocational
self-concept). The story leading the client to the current predica-
ment is presented as yet another example of the client’s career
theme. Finally, the predicament is again linked to the career theme
in speculating about the client’s possible selves and future scripts.
Speculation about the future always includes at least three alter-
native scenarios. In the first scenario, the client remains the same
by doing nothing—making no choices or adjustments. In the sec-
ond scenario, the client follows his or her theme and does what he
or she has usually done in the past. The third scenario depicts the
client actively mastering the tasks being encountered and antici-
pated and, in so doing, better implementing the self-concept. This
third scenario concentrates on self-development by portraying how
particular variations or key changes in the career theme might be
useful, as well as by delineating the coping attitudes, beliefs, and
competencies that could be effective in handling the developmen-
tal task, transition, or problem. How counseling can modulate career
themes and attune career adaptability is described in some detail so
that the client can make an informed choice when the counselor
invites the client to collaborate in constructing a better future for
the client.
Discussion of the assessment results, whether in integrative nar-
ratives or in test score interpretations, necessarily leads to counsel-
ing. At their best, assessment and counseling blend into and overlap
each other. Excellent presentation of the assessment work involves
the client in reflecting on vocational self-concepts and work roles,
considering career themes and developmental tasks, and estimating
interests, values, and talents. When the client is involved in this self-
interrogation, she or he develops some self-understanding and even
self-acceptance; thus counseling has begun and assessment has
merged with intervention.
A DEVELOPMENTAL THEORY OF VOCATIONAL BEHAVIOR 191